Smoking is not closely related to revision for periprosthetic joint infection after primary total knee and hip arthroplasty.

BACKGROUND: The influence of smoking on the risk of periprosthetic joint infection (PJI) remains unclear. The objective was to explore the impact of smoking on PJI after primary total knee (TKA) and hip (THA) arthroplasty. HYPOTHESIS: Current smoking patients should have an increased risk of PIJ compared with nonsmoking patients. PATIENTS AND METHODS: A prospective registry-based observational cohort study was performed. A total of 4591 patients who underwent primary TKA (3076 patients) or THA (1515) were included. According to the smoking status at the time of arthroplasty, patients were classified as nonsmokers (3031 patients), ex-smokers (688), and smokers (872). Multivariate analysis included smoking status, age, gender, education level, body mass index, American Society of Anesthesiologists class, diagnosis (osteoarthritis, rheumatism), diabetes, chronic obstructive pulmonary disease, perioperative blood transfusion, site of arthroplasty (knee, hip), length of operation, and length of stay. RESULTS: There were PJI after 59 (1.9%) TKA and 27 (1.8%) THA (p=0.840). There were PJI in 47 (1.6%) nonsmokers, 12 (1.7%) ex-smokers, and 17 (1.9%) smokers (p=0.413). There were wound complications (delayed wound healing and superficial wound infection) in 34 (0.7%) nonsmokers, 9 (1.3%) in ex-smokers, and 17 (1.9%) in smokers (p=0.045). In multivariate analysis, only the female gender was a significant predictor of PJI (OR 1.3, 95% CI 1.1-2.4 [p=0.039]). Specifically, the categories of ex-smokers (OR 0.8, 95% CI 0.2-1.7 [p=0.241]) and smokers (OR 1.1, 95% CI 0.6-1.5 [p=0.052]) were not significant predictors. The 4-year arthroplasty survival with PJI as the endpoint was 99.1% (95% CI: 99.0-99.7) for nonsmokers, 99.0% (95% CI: 98.8-99.2) for ex-smokers, and 98.7% (95% CI: 98.2-99.0) for smokers was not significantly different between smoking status groups (p=0.318). DISCUSSION: Smoking was not identified as a significant predictor for PJI following primary TKA or THA. LEVEL OF EVIDENCE: III, prospective cohort study.

Patient-Reported Outcomes of Minimally Invasive versus Open Transforaminal Lumbar Interbody Fusion for Degenerative Lumbar Disc Disease: A Prospective Comparative Cohort Study.

Background: Comparative outcomes of minimally invasive transforaminal lumbar interbody fusion (MI-TLIF) and traditional open TLIF (O-TLIF) for degenerative lumbar disc disease have been poorly studied. The purpose of this study was to prospectively compare the outcomes between MI-TLIF and O-TLIF for patients with a degenerative disc disease, focusing on the functional capacity of patients in daily life. Methods: A prospective cohort study was performed, comparing 54 patients who underwent O-TLIF and 55 patients who underwent MI-TLIF with a follow-up of 4 years. Clinical evaluation was performed using the Oswestry Disability Index (ODI), 36-item short form survey (SF-36), and a visual analog scale for pain (VAS pain). Radiological evaluation was also performed. Results: At the final follow-up, compared with O-TLIF, MI-TLIF was associated with significantly better intraoperative results, including similar operative time (p = 0.246), lower estimated blood loss (p = 0.001), and shorter hospital stay (p = 0.001). The final ODI score was significantly better in the MI-TLIF group (p = 0.031). The SF-36-physical (p = 0.023) and VAS pain (p = 0.024) scores were significantly better in the MI-TLIF group. There was no significant difference in the fusion rate (p = 0.747). Conclusions: The MI-TLIF technique is an effective and safe procedure for degenerative lumbar disc disease. Compared to traditional O-TLIF, MI-TLIF was associated with less disability and higher quality of life, with a low rate of intraoperative and postoperative complications.

Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study.

The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.

Learning From Student Experience: Development of an International Multimodal Patient Safety Education Package.

BACKGROUND: Patient safety is a global concern. Learning to provide safe, high-quality care is core to nursing education. PROBLEM: Students are exposed to diverse clinical practices, and experiences may vary between placements and across countries. Student experience is seldom used as an educational resource. APPROACH: An international, European Union-funded project, Sharing Learning from Practice for Patient Safety (SLIPPs), aimed to develop an innovative online educational package to assist patient safety learning. Based on student reported data and educational theory, multiple elements were iteratively developed by a multicountry, multidisciplinary group. OUTCOMES: The educational package is freely available on the SLIPPs Web site. Materials include a student reporting and reflection tool, virtual seminars, student reports data set, pedagogical game, high-fidelity simulation scenarios, scenario development and use guidelines, debriefing session model, and videos of simulations already performed. CONCLUSIONS: E-learning enables removal of physical barriers, allowing educators, professionals, and students from all over the world to collaborate, interact, and learn from each other.

Development of an International Tool for Students to Record and Reflect on Patient Safety Learning Experiences.

BACKGROUND: Underpinning all nursing education is the development of safe practitioners who provide quality care. Learning in practice settings is important, but student experiences vary. PURPOSE: This study aimed to systematically develop a robust multilingual, multiprofessional data collection tool, which prompts students to describe and reflect on patient safety experiences. APPROACH: Core to a 3-year, 5-country, European project was development of the SLIPPS (Sharing Learning from Practice for Patient Safety) Learning Event Recording Tool (SLERT). Tool construction drew on literature, theory, multinational and multidisciplinary experience, and involved pretesting and translation. Piloting included assessing usability and an initial exploration of impact via student interviews. OUTCOMES: The final SLERT (provided for readers) is freely available in 5 languages and has face validity for nursing across 5 countries. Student reports (n = 368) were collected using the tool. CONCLUSIONS: The tool functions well in assisting student learning and for collecting data. Interviews indicated the tool promoted individual learning and has potential for wider clinical teams.

Mentors' self-assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies.

AIMS AND OBJECTIVES: To examine registered nurses' self-evaluation of their competence in mentoring nursing students in clinical practice. BACKGROUND: Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. DESIGN: The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. METHODS: Studies published during 2000-2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. RESULTS: In total, 16 peer-reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor-student and mentor-stakeholder pedagogical practices, as respectable or satisfactory. CONCLUSION: The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. RELEVANCE FOR CLINICAL PRACTICE: Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self-evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.

Experiencia de E-dirección de tesis doctoral por compendio de publicaciones: la E-doctoranda y las E-codirectoras / E-supervision experience of the PhD theses by publications: The E-doctoral student and the E-codirectors

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Percepción de la transición a la maternidad: estudio fenomenológico en la provincia de Barcelona / Perception of the transition to motherhood: A phenomenological study in the Barcelona region

Objetivos: Describir necesidades y experiencias de madres con hijos menores de un año, identificar los factores que dificultan la transición a la maternidad y orientar en el contenido de un programa de promoción de la salud a desarrollar en sesiones grupales de apoyo a la maternidad. Diseño: Estudio cualitativo con enfoque fenomenológico. Emplazamiento: Ocho centros de Atención Primaria de la provincia de Barcelona, entre julio de 2011 y julio de 2012. Participantes: Un total de 21 madres que participan en dinámicas grupales de apoyo a la maternidad. Método: Selección opinática de las participantes en las entrevistas semiestructuradas. Las transcripciones se analizaron en su estructura (análisis de contenido latente) y contenido (análisis de contenido manifiesto), obteniéndose diferentes categorías. Resultados: Las participantes en el estudio definen el constructo de la maternidad en torno a 3 categorías: los cambios en el estilo de vida, los sentimientos y las percepciones. Identifican como momentos más estresantes: «el nuevo rol», «los cambios en la relación de pareja», «sentimientos encontrados», «experiencias del embarazo y parto», «la idealización», «la falta de apoyo», «llantos», «cólicos», «interpretar las señales del niño», «baño», «descanso», «opiniones contradictorias», «aprendizaje» y «adquisición de nuevas habilidades». Destacan como temas principales para las dinámicas grupales: alimentación, desarrollo, relación afectiva, confianza materna, participación de los padres, papel de la familia, aspectos emocionales, descanso, masaje, baño, prevención de accidentes, cólicos, primeros auxilios, puericultura, recursos y vacunas. Conclusión: Las dinámicas grupales deben contextualizarse de acuerdo a las necesidades percibidas por las madres y permitir la participación de otras figuras familiares (AU)

Objectives: To describe needs and experiences of mothers with children under one year old, to identify the factors that hinder the transition to motherhood, and to design the content of a health promotion program to develop motherhood support group sessions. Design: A qualitative study with a phenomenological approach. Location: Eight Primary Care Centres in the province of Barcelona, between July 2011 and July 2012. Participants: A total of 21 mothers participating in group dynamics maternity support: All of them participated in interviews and 8 in focus group. Method: Semi-structured interviews were used in a purposive sample. The transcriptions were analysed by structure (latent content analysis) and content (manifest content analysis), with different categories being obtained. Results: The participants in the study defined the construct of motherhood around three categories: Changes in lifestyle, feelings and perceptions. They identified as the most stress fultimes; «the new role», «changes in the partner relationship», «feelings», «experiences of pregnancy and childbirth», «idealisation», «lack of support», «crying», «colic», «read the signs of the child», «bath», «rest», «contradictory opinions», «learning», and «acquisition of new skills». They highlighted, as key topics for group dynamics, feeding, development, affective relationship, maternal confidence, fathers participation, family role, emotional, rest, massage, bath, accident prevention, colic, first aid, childcare, resources, and vaccines. Conclusion: Dynamic groups should be contextualised according to the perceived needs of the mothers, and other family members should be allowed to participate (AU)

[Perception of the transition to motherhood: a phenomenological study in the Barcelona region]. / Percepción de la transición a la maternidad: estudio fenomenológico en la provincia de Barcelona.

OBJECTIVES: To describe needs and experiences of mothers with children under one year old, to identify the factors that hinder the transition to motherhood, and to design the content of a health promotion program to develop motherhood support group sessions. DESIGN: A qualitative study with a phenomenological approach. LOCATION: Eight Primary Care Centres in the province of Barcelona, between July 2011 and July 2012. PARTICIPANTS: A total of 21 mothers participating in group dynamics maternity support: All of them participated in interviews and 8 in focus group. METHOD: Semi-structured interviews were used in a purposive sample. The transcriptions were analysed by structure (latent content analysis) and content (manifest content analysis), with different categories being obtained. RESULTS: The participants in the study defined the construct of motherhood around three categories: Changes in lifestyle, feelings and perceptions. They identified as the most stressful times; «the new role¼, «changes in the partner relationship¼, «feelings¼, «experiences of pregnancy and childbirth¼, «idealisation¼, «lack of support¼, «crying¼, «colic¼, «read the signs of the child¼, «bath¼, «rest¼, «contradictory opinions¼, «learning¼, and «acquisition of new skills¼. They highlighted, as key topics for group dynamics, feeding, development, affective relationship, maternal confidence, fathers participation, family role, emotional, rest, massage, bath, accident prevention, colic, first aid, childcare, resources, and vaccines. CONCLUSION: Dynamic groups should be contextualised according to the perceived needs of the mothers, and other family members should be allowed to participate.

Percepción de las enfermeras de atenciónespecializada sobre la prescripción enfermera / Perception of specialised care nurses on nursing prescription

El objetivo de esta investigación fue determinar la percepción que sobreel concepto de “prescripción enfermera” tienen los profesionales enfermerosde atención especializada. Para ello se realizó un abordaje cualitativomediante técnica Delphi, con la participación de 20 profesionalesenfermeros que constituyeron el grupo de expertos. El período de estudioestuvo comprendido entre diciembre de 2008 y febrero de 2009 y sedesarrolló en un hospital de tercer nivel de la Comunidad de Madrid.Se identificaron 17 actividades que fueron entendidas por el grupo de expertoscomo prescripción enfermera, siendo éstas agrupadas con arregloa tres categorías: prescripción independiente, colaborativa y basándoseen un protocolo. El grupo de expertos consideró que dichas actividadespueden ser desarrolladas mediante dos perfiles competenciales enfermeros:el perfil administrativo y el facultativo (AU)

The objective of this research study was to determine the perception heldby specialised care nursing professionals on the concept of “nursingprescription”. In order to do so, a qualitative approach was employedby means of the Delphi technique, with the participation of 20 nursingprofessionals who embodied the expert group. The study period spannedfrom december 2008 to february 2009 and it was conducted in athird level hospital of the Community of Madrid. 17 activities that wereviewed as the expert group as nursing prescription were identified andgrouped into three categories: independent prescription, collaborativeprescription, protocol-based prescription. The expert group consideredthat these activities may be developed by means of two nursing competenceprofiles: the administrative profile and the medical profile (AU)

[Psoriasis]. / Psoriasis. Tipología, tratamiento y cuidados de enfermería.

The authors provide a review, description and synthesis of the diverse classes of psoriasis and the treatments which have been developed, from the most common ones to the most recent ones. The authors describe the most frequent nursing treatments. Bearing in mind the chronic nature of this disease, its evolution by outbreaks and the physical as well as psychological effects psoriasis has on its sufferers, the role of nurses is essential to help patients adapt to and develop some degree of independence while suffering from psoriasis.

Psoriasis / Psoriasis

Revisión, presentación y síntesis de las diversas tipologías de la psoriasis y de los tratamientos desarrollados -desde aquellos más comunes a los más novedosos-. Se exponen los cuidados de enfermería más frecuentes. Teniendo en cuenta la cronicidad, evolución por brotes, y afectación tanto física como psicológica del paciente, el rol de la enfermera es esencial en la adaptación e independencia del enfermo con psoriasis (AU)